ABSTRACT
Reading plays a vital role in the holistic development of learners’ critical, analytical, and creative thinking skills, serving as a gateway to all learning areas and as an essential foundation for success in academic life. However, in the Philippine context, the recent Programme for International Student Assessment (PISA) revealed that Filipino learners will continue to struggle with reading comprehension, and Phil-IRI data also indicated that many Junior High School (JHS) learners are struggling readers. To address this, the present study aimed to develop teacher-made reading material for Junior High School learners by utilizing a bottom-up approach to improve reading comprehension. A purposive sampling technique was applied, with participants drawn from JHS students of Bagbag National High School, Rosario, Cavite. The study employed an integrated mixed-method research design, combining both qualitative and quantitative data through validated researcher-made survey instruments and interview questions, supported by the expertise of a panel of experts. Results were analyzed using descriptive statistics and thematic analysis to determine how teacher-made materials can lessen the number of struggling readers. It is expected that the crafted material includes images, simple and easy-to-understand language, short passages with guided questions, and texts appropriate to learners’ levels, preferably nonfiction or real-life experiences that connect to their interests.
The material also contained scaffolds such as a vocabulary guide, Filipino translations, and contextual clues for difficult concepts, and it provides guided practice with teachers as well as tools for parents and guardians to promote home involvement. In conclusion, the study anticipated that teacher-made reading materials can effectively address learners’ varied reading levels and interests, making comprehension more accessible, engaging, and motivating, while serving as a powerful tool in enhancing reading comprehension, particularly among struggling readers. Furthermore, the findings are expected to highlight the importance of contextualized and learner-centered materials in bridging reading gaps, promoting inclusivity in the classroom, and empowering teachers to respond more effectively to diverse literacy needs. The study also envisioned long-term impacts, such as strengthening learners’ confidence, fostering independent reading habits, and contributing to the overall improvement of academic performance, thereby making teacher-made reading materials not only a supplementary tool but also a sustainable intervention for literacy development in Philippine education.
Keywords: bottom-up, top-down, diverse
https://doi.org/10.65494/pinagpalapublishing.35
